C OMPREHENSIVE L ITERACY R EFORM : I NCREASING O PPORTUNITIES TO L EARN FOR A LL C HILDREN Nonie K. Lesaux, PhD Harvard Graduate School of Education August 25, 2014 Joint Meeting, Legislative Finance Committee and Legislative Education Study Committee Las Vegas, NM
T ODAY ’ S A GENDA : T HREE G UIDING Q UESTIONS 1. How did we come to a comprehensive plan for improving children’s learning outcomes? 2. What do we know about language and literacy development among diverse populations? 3. What are the key strategies for increasing the quality of children’s language and learning environments?
G ROWING U P IN T HE U.S. U.S. Children… 26% of children, ages 0-5, 33% of children, ages 0-5, live in live in poverty poverty 24% are children of immigrants 22% of children and youth are children of immigrants 60% of children age 3 to 5 enrolled in early education and 52% of children age 3 to 5 enrolled care in early education and care
F OURTH G RADE R EADING P ROFICIENCY IN N EW M EXICO NM 4 th Graders Who Scored At or Above Proficient 2013 National Assessment of Educational Progress 50 40 30 22% 17% 20 15% 7% 10 3% 0 All children Latino American Eligible for free English Indian or reduced language price lunch learners National Center for Education Statistics
W HAT IS R EADING ? 4 sounds, 1 word: “ -igh family ” /s/ /p/ /ee/ /d/ 115+ words correct per high minute (grade 5) sigh High-Speed Trains thigh A type of high-speed train was first introduced in Japan about forty years /H/ ago. The train is low to the ground, and its nose looks somewhat like the nose of a jet. These trains provided the first Cognitive passenger service that moved at a speed strategies of one hundred miles per hour. Today, they are even faster, traveling at speeds of almost two hundred miles per hour. There are many reasons that high-speed trains are popular. Interest and motivation Vocabulary Understanding of Relevant background knowledge language
T WO D IFFERENT P ROBLEM S PACES Code-based skills Meaning-based Skills High-Speed Trains /H/ Cognitive A type of high-speed train was first strategies “ -igh family ” introduced in Japan about forty years high ago. The train is low to the ground, and Vocabulary sigh its nose looks somewhat like the nose of thigh Relevant background a jet. These trains provided the first passenger service that moved at a speed knowledge 4 sounds, 1 word: of one hundred miles per hour. Today, /s/ /p/ /ee/ /d/ they are even faster, traveling at speeds of almost two hundred miles per hour. Understanding of There are many reasons that high-speed language 115+ words correct per trains are popular. minute (grade 5) Interest and motivation
C HANGING T EXT D EMANDS The Train Trip Economic and Governmental Forces: Their Impact on American Railroads in the Twentieth Century I like to ride the train. I can walk all around the train And so began one of the biggest populist campaigns car whenever I want. ever seen in America – the crusade to harness the Grade 1 railroad robber barons. Before long, that drive had spread to Washington where in 1887, Congress High-Speed Trains legislated not out of reason but out of fear to create the Interstate Commerce Commission. Remember A type of high-speed train was first that in the days of a relatively powerless federal introduced in Japan about forty years government, the railroad industry budget was many ago. The train is low to the ground, and times the size of the federal budget. its nose looks somewhat like the nose of High a jet. These trains provided the first School passenger service that moved at a speed of one hundred miles per hour. Today, they are even faster, traveling at speeds of almost two hundred miles per hour. There are many reasons that high-speed trains are popular. Grade 5
The Gap Between 100 Word Reading & Word Knowledge 90 National Rate of Growth_Word Reading: 135 W-score Points Sample Rate of Growth: 145 W-score Points 80 National Rate of Growth_Vocabulary: 45 W-score Points 70 Sample Rate of Growth: 60 W-score Points Word Reading 60 Percentile Rank 50 National Average 40 30 20 10 Word Knowledge 0 Age 4.5 Age 8 Age 14 Age 14 Mancilla-Martinez & Lesaux, 2011
What does this mean for our learners? 3 LESSONS LEARNED
W HAT DOES THIS MEAN FOR OUR LEARNERS ? The Key Link Between Reading & Language Development Thinking Past “Proficiency” Strong and Supportive Interactions Across Contexts
What are key strategies for increasing the quality of children’s language and learning environments? UNPACKING A COMPREHENSIVE PLAN
C OMPREHENSIVE L ITERACY R EFORM Increase the quality of children’s language and reading environments across the many settings in which they are growing up, from birth to age 9 Language- Partnerships Re-Defined Program Ongoing Rich, with families Adult Design & Assessment Capacity- Rigorous, and focused on Implementatio of Children & Building Engaging language & n for Impact Settings Models Curricula learning Turning the Page: Refocusing Massachusetts for Reading Success , Lesaux et al.
E NSURE PROGRAMS ARE DELIVERED WITH SUFFICIENT INTENSITY , DURATION , AND SCOPE ( BEFORE SCALING UP ) Dosage : Are we Key Ingredients : doing enough to What’s change working? behaviors? Timing : Are we Implementation : preventing Are we really difficulties and delivering the raising literacy program or rates? support?
C ONDUCT EARLY , ONGOING ASSESSMENTS OF CHILDREN ’ S LANGUAGE AND READING , AND THE QUALITY OF SETTINGS AND SERVICES Comprehensive: Setting-level: Measurement Measure quality across literacy and impact domains
I NCREASE ADULTS ’ CAPACITY TO ASSESS AND SUPPORT CHILDREN ’ S LANGUAGE AND LITERACY DEVELOPMENT Expand Foster instructional professional leadership education Supporting Children’s Literacy Development Ensure site-level, data-driven, continuous improvement
Use Language-rich, rigorous, and engaging literacy curricula We can’t confuse curricula with good teaching But we can support good teaching with high-quality, comprehensive curricula
K NOWLEDGE -B UILDING L ITERACY I NSTRUCTION Develop Academic Content Knowledge by Studying Big Ideas Big Idea Develop Academic Vocabulary Extend Learning or with Language Knowledge by Production Studying a Small Question Projects Set of Words Deeply Unlock Language by Developing Word-Learning Skills
P ARTNERSHIPS WITH FAMILIES 1. Build relationships with all families 2. Share literacy progress 3. Encourage families to read, talk, and play
F OCUSING E FFORTS : 3 B ROAD T YPES OF I NITIATIVES Long-term Short-term Type Example Impact Impact 1. Raising Warm feelings, more No evidence of effects Book drive books in the home on its own Awareness Fade-out of academic 2. Structural gains; social problems, Retention Bump in achievement Changes increased; drop-out rates 3. Capacity High-Quality PreK Reduced rates of SpEd; Bump in achievement, higher achievement experience higher vocabulary Building
S TRUCTURAL V . C APACITY -B UILDING L EVERS : A C AUTIONARY T ALE School Response Likely Outcome • Grade • Limited effects retention • Long-term costs Child experiencing academic or behavior difficulties School Response Likely Outcome • Provide • Strong effects targeted, timely • Long-term intervention benefits
Improving Reading in NM Capitalize on Elevate the bar Increase attributes & for children at individual & resources every reading societal level prosperity
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